1. PSE4U

2.  The body undergoes considerable change over time beginning from birth and continuing through childhood, puberty, adulthood and into old age.  There are fairly standard patterns of growth and development that the human body undergoes – crawling, sitting, walking, hand-eye coordination  Rate of growth is not constant. An individuals growth throughout their life is disproportional as a huge part of growth happens at the beginning.

3.  Each area of human development plays a key role in the ways in which people progress to increasingly complicated levels of sport and physical activity.  Being able to adapt to more complex challenges does not just depend on physical ability. Besides physical ability an individual needs to have the ability to take in and process info and the ability to interact with teammates and opponents.  4 Areas of Human Development  Physical Development – growth and development of the body’s muscles, bones, energy systems and nervous system.  Cognitive Development – individuals ability to interpret and process information, emotional development or the development of a person’s self-concept, or awareness  Motor Skill Development – a combination of cognitive physical development, whereby humans develop the ability to perform a wide range of tasks.  Social Development – development of relationships with peers, friends, relatives, adults, and other in the “outside world”

4.  There are 3 ways to classify appearance and physical structure.  Endomorph: more fatty tissue and thicker body parts  Mesomorph: mature early, stocky, heavily muscled, broader bodies  Ectomorph: later to reach maturity, thinner body, narrow hips, longer arms and legs

6.  Chronological Age – age in measure in years, months, and days  Skeletal Age  Age indicated by physical maturity of skeleton  Degree of ossification  Factors such as nutrition, disease and injury can cause lag  Developmental Age – age expressed in one’s ability to perform certain tasks.

7. 1. INFANCY/TODDLER (0 to 2-3 years)  Most significant growth in humans Double birth weight in 6months and triple in 1 year By end of second year brain is 75% of adult weight Weight typically increases 300% during this stage Body length increases by about 50%  Considerable muscular development  Gains in ability to perform basic tasks (grasp, crawl, pull to stand, walk)  Most master walking by age two and running by age 3

8. 2. CHILDHOOD  Relatively long compared to other animals  From six to ten years the body “stabilizes”  Uniform relationship between bone growth and tissue growth and development occurs  Rapid stage of growth from four to six years  Challenge is to accommodate wide range of sizes and ability and/or development levels in unified activity.

9. 3. PUBERTY/ADOLESCENCE  Growing (physical and psychological) speeds up during this phase  “Growing spurts” occur and individuals reach sexual maturity Women: breasts, body curves, menstruation Men: semen, facial and body hair, deepening voice  Pituitary gland triggers growth in both sexes  Marked change in physical appearance

10. 4. ADULTHOOD  Most growth has taken place  Other physical changes occur  Weight gain, reduced oxygen capacity, rise in blood pressure, joint deterioration  Diminished exercise, diet and nutritional issues, increased stress and responsibilities

11. 1. Reflexive Movement: birth to 4 months, humans show controlled motor development 2. Rudimentary Movement: birth to 2 year; overlaps reflexive, locomotor, manipulation and stability movements begin 3. Fundamental Movement: 2 to 7 years, basic movement skills, 3 phases (initial, elementary and mature) run, kick, throw 4. Sport Related Movements: 7 to adulthood, 3 phases General – underhand ball toss evolved into underhand tennis serve Specific – accuracy is developed Specialized – skills refined even further

12.  Cephalocausal Sequence – growth progresses fastest in the head, followed by the trunk and then extremities  Proximal Distal Sequence: body movements that originate closer to the centre of the body seem to develop earlier than those that originate further from the centre

13.  Glandular/Hormonal Activity - hormones affect metabolism, glands can suffer from disease  Hereditary – difficult to predict many areas of genetically inherited growth  Nutrition and Diet – inadequate/unbalanced diets can lead to physical development issues  Physical Activity – lack of activity can be harmful, excess can also be harmful  Sociocultural Factors – can be difficult to assess, depends on opportunity and values

14. What is cognitive development??  Changes that take place in a person’s ability to interpret and process information  Alterations in emotional development  Introduction and establishment of a person’s self concept  Jean Piaget came up with a 4-stage cognitive development model to categorize what children go through cognitively as they develop from birth to teenage years.

15. Stage 1: Sensorimotor Stage (0-2 years)  Infant demonstrates intelligence by means of motor activity without the use of symbols  Children acquire “object permanence”, ability to use their memory to recall objects and events

16. Stage 2: Pre-operational Stage (2-7 years)  Children demonstrate intelligence through the use of symbols  Significant growth in memory and imagination  “Egocentric” thinking occurs as youngsters are incapable of seeing another person’s point of view

18. Stage 3: Concrete Operational Stage (7-11 years  Logical thinking develops, children become able to solve concrete, hands-on problems  Concept of “conservation” develops, the fact that thinkgs can be manipulated, added, and subtracted as well as classified based on standard criteria.  “Operational thinking” occurs, children can understand logical sequence in reverse.  Egocentric thinking begins to decrease.

19. Stage 4: Former Operational Stage (11-15 years)  Children demonstrate intelligence through their ability to solve increasingly complicated abstract problems using logic.  Youngsters often return to egocentric thinking and begin thinking about social issues, and their own identity and appearance.

20. Is a motivation theory which suggests five interdependent levels of basic human needs (motivators) that must be satisfied in a strict sequence starting with the lowest level. 1. Physiological Needs (survival to stay alive and reproduce) 2. Safety and Security (to feel safe) 3. Love and Belonging Social (social needs) 4. Self-esteem (to feel worthy, respected, and have status) 5. Self-actualization (self-fulfillment and achievement)

22. largest and most fundamental levels of needs at the bottom, and the need for self-actualization at the top. [ self-actualization

23. For the most part, physiological needs are obvious — they are the literal requirements for human survival. If these requirements are not met, the human body simply cannot continue to function.

24. With physical needs satisfied, the individual's safety needs take precedence and dominate behaviour. These needs have to do with people's yearning for a predictable orderly world in which perceived unfairness and inconsistency are under control.

25. Humans need to feel a sense of belonging and acceptance, whether it comes from a large social group or small social connections. They need to love and be loved (sexually and non-sexually) by others. In the absence of these elements, many people become susceptible to loneliness, social anxiety, and clinical depression. This need for belonging can often overcome the physiological and security needs, depending on the strength of the peer pressure. (an anorexic, for example, may ignore the need to eat and the security of health for a feeling of control and belonging)

26. Esteem represents the normal human desire to be accepted and valued by others. People need to engage themselves to gain recognition and have an activity or activities that give the person a sense of contribution, to feel accepted and self- valued, be it in a profession or hobby. Imbalances at this level can result in low self-esteem or an inferiority complex. People with low self-esteem need respect from others. They may seek fame or glory, which again depends on others. Note, however, that many people with low self- esteem will not be able to improve their view of themselves simply by receiving fame, respect, and glory externally, but must first accept themselves internally. Psychological imbalances such as depression can also prevent one from obtaining self-esteem on both levels.

27. Self-actualization describes what a person's full potential is and having them realize that potential. Maslow describes this desire as the desire to become more and more what one is, to become everything that one is capable of becoming. For example one individual may have the strong desire to become an ideal parent, in another it may be expressed athletically, and in another it may be expressed in painting, pictures, or inventions. As mentioned before, in order to reach a clear understanding of this level of need one must first not only achieve the previous needs, physiological, safety, love, and esteem, but master these needs.

28. So what happens when you get to the top???  Maslow’s hierarchy of needs underlying theme is that human beings are 'wanting' beings: as they satisfy one need the next emerges on its own and demands satisfaction... and so on until the need for self-actualization that, by its very nature, cannot be fully satisfied and thus does not generate more needs. This theory states that once a need is satisfied, it stops being a motivator of human beings